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Family and School: Some Reflections on the Inner Differentiation of Educational System
Abstract
The focus of professionalization in the system of education has traditionally been on teachers in the school context. Much less attention has been devoted to the parents and family education. This focus on teaching and its professionalization has certainly to do with the fact that (almost) everyone can become parent, but that entry into teaching can be regulated and controlled. But the professionalization of teaching not only affects education in schools. The professionalization of teaching has also modified the role expectations with regard to parents and parenting. Teachers are not just acting in loco parentis. Consider the impact on the family of the temporal organization of the school day and the school year. Consider the impact of home work or (re)marks on report cards. Consider the effects of institutionalized ceremonies, such as parent-teacher consultations in primary and secondary schools, etc. The different interfaces between the family and the school have initiated a process of “schooling the family”. In this paper, we analyse how the confrontation between the “natural” authority of the parents and the “learned” authority of the teachers actually takes place.Keywords:
Social differentiation, Sociology of education, Sociology of the family, Social interaction, Social organizationReferences
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Baggerman, A. & Dekker, R. (2005). Kind van de toekomst. De wondere wereld van Otto van Eck (1780-1798). Amsterdam: Wereldbibliotheek.
Condorcet (1847). Sur l’instruction publique. In Euvres, Tome 7 (pp. 167-573). Paris: Didot.
Curtis, S.J. & Boultwood, M.E.A. (1962). An Introductory History of English Education since 1800. London: University Tutorial Press.
De Perponcher, W.E. (1774). Instructions d’un père à son fils. Utrecht: Spruit.
De Perponcher, W.E. (1782). Onderwijs voor kinderen, 3 vols. Utrecht: Schoonhoven.
Douthwaite, J.V. (2002). The Wild Girl, Natural Man, and the Monster. Dangerous Experiments in the Age of Enlightenment. Chicago: University of Chicago Press.
Dreeben, R. (1968). On What is Learned in School. Reading: Addison-Wesley.
Durkheim, É. (1993). Éducation et sociologie. Paris: Quadrige-PUF.
Edgeworth, R. & Edgeworth, M. (1801/1992). Practical Education. London: Routledge.
Ehlers, M. (1766). Gedanken von den zur Verbesserung der Schulen nothwendigen Erfordernissen. Altona/Lübeck: Iversen.
Fend, H. (1980). Theorie der Schule. München: Urban-Schwarzenberg.
Fend, H. (2006). Neue Theorie der Schule. Wiesbaden: VS Verlag für Sozialwissenschaften.
Gilgenmann, K. (1994). Die Familie als Erziehungsgemeinschaft. Zur Beschreibung der Funktion von Familien in der modernen Gesellschaft. System Familie 7, 212-228.
Guthrie, T. (1860/1973). Seed-time and Harvest of Ragged Schools. Montclair N.J.: Patterson Smith. Available in www.newble.co.uk/guthrie/plea1.html
Hans, N. (1951). New Trends in Education in the Eighteenth Century. London: Routledge & Kegan Paul.
Heywood, C. (2001). A History of Childhood: Children and Childhood in the West from Medieval to Modern Time. Oxford: Blackwell.
Imelman, J. (1998). Kinderopvang: een discutabel antwoord op een maatschappelijk probleem. In: B. Levering, G. Biesta & I. Weijers (Eds.), Thema’s uit de wijsgerige en historische pedagogiek (pp. 142-147). Utrecht: SWP.
Inkeles, A. & Sirowy, L. (1983). Convergent and Divergent Trends in National Educational Systems. Social Forces, 62, 303-333.
Kay-Shuttleworth, J. (1862/1993). Four Periods of Public Education. London: Routledge.
La Vopa, A. (1988). Grace, Talent, and Merit: Poor Students, Clerical Careers, and Professional Ideology in Eighteenth-Century Germany. Cambridge: Cambridge University Press.
Locke, J. (1878). Gedachten over opvoeding. Groningen: Versluys.
Luhmann, N. & Schorr, K.E. (1982). Personale Identität und Möglichkeiten der Erziehung. In: Zwischen Technologie und Selbstreferenz. Fragen an die Pädagogik (pp. 224-261). Frankfurt: Suhrkamp.
Luhmann, N. & Schorr, K.E. (1988). Reflexionsprobleme im Erziehungssystem. Frankfurt a.M.: Suhrkamp.
Markowitz, J. (1982). Relevanz im Unterricht – eine Modellskizze. In N. Luhmann & K.E. Schorr (Eds.), Zwischen Technologie und Selbstreferenz. Fragen an die Pädagogik (pp. 87-115). Frankfurt: Suhrkamp.
Maclure, M. & Walker, B. (2000). Disenchanted Evenings: The Social Organization of Talk in Parent-Teacher Consultations in UK Secondary Schools. British Journal of Sociology of Education, 21: 5-25.
Millar, H. (1865). An Autobiography. My Schools and Schoolmasters; or, The Story of my Education. Boston: Gould & Lincoln.
Mulcaster, R. (1581). Positions Concerning the Training Up of Children. London: Vautrollier.
Musgrove, F. (1966). The Family, Education and Society. London: Routledge & Kegan Paul.
Niemeyer, A. (1796/1970). Grundsätze der Erziehung und des Unterrichts für Eltern, Hauslehrer und Erzieher. Paderborn: Schöningh.
Parsons, T. (1955). The American Family: Its Relations to Personality and to the Social Structure. In T. Parsons & R.F. Bales (Eds.), Family, Socialization and the Interaction Process (pp. 3-33). London: Routledge & Kegan Paul.
Parsons, T. (1972). Das System moderner Gesellschaften. München: Juventa.
Parsons, T. & Platt, G.M. (1973). The American University. Cambridge: Harvard University Press.
Priestley, J. (1788/1995). Miscellaneous Observations Relating to Education. Bristol: Thoemmes.
Ramirez, F. & Boli, J. (1987). The Political Construction of Mass Schooling: European Origins and Worldwide Institutionalization. Sociology of Education, 60: 2-17.
Reeve, C., (1792/1974). Plans of Education. New York: Garland.
Smelser, N.J. (1990). The Contest between Family and Schooling in Nineteenth-Century Britain. In J.C. Alexander & P. Colomy (Eds.), Differentiation Theory and Social Change (pp. 165-186). New York: Columbia University Press.
Smelser, N.J. (1991). Social Paralysis and Social Change: British Working-Class Education in the Nineteenth Century. Berkeley: University of California Press.
Spencer, H. (1904). An Autobiography, 2 vols. London: Williams und Norgate.
Stichweh, R. (1991). Der frühmoderne Staat und die europäische Universität. Frankfurt: Suhrkamp.
Trapp, E.C. (1977). Versuch einer Pädagogik. Paderborn: Schöningh.
Tyrell, H. (1982). Familienalltag und Familienumwelt. Überlegungen aus systemtheoretischer Perspektive. Zeitschrift für Sozialisationsforschung und Erziehungssoziologie, 2, 167-188.
Vanderstraeten, R. (2004). The social differentiation of the educational system. Sociology, 38, 255-272.
Vanderstraeten, R. (2006). Soziale Beobachtungsraster: Eine wissenssoziologische Analyse von statistischen Klassifikationsschemata. Zeitschrift für Soziologie, 35, 193-211.
Vatebender, G.C.C. (1801) Antwoord op de Vraage: Welke wijze van Opvoeding is de meest verkiezelijke? In Verhandelingen van het Provinciaal Utrechtsch Genootschap van Kunsten en Wetenschappen, IX. Utrecht: Wild & Altheer
Villaume, P. (1785). Ob und in wie fern bei der Erziehung die Vollkom¬menheit des einzelnen Menschen seiner Brauchbarkeit aufzuopfern sey? In J.H. Campe (Ed.), Allgemeine Revision des gesammten Schul- und Erziehungswesens von einer Gesellschaft praktischer Erzieher (pp. 435-616). Hamburg: Ernst Bohn.
Wahrman, D. (2004). The making of the modern self: Identity and culture in eighteenth-century England. New Haven: Yale University Press.
Weick, K.E. (1979). The Social Psychology of Organizing. New York: Random House.
Wilderspin, S. (1840): The Infant System. London: Hodson. Available in www.fullbooks.com/The-Infant-System1.html
Williams, D. (1774). A Treatise on Education. London: Payne.
Wolff, B. (1780/1977: Proeve over de opvoeding, aan de Nederlandsche moeders. Meppel: Boom.
Bauman, K.J. (2001). Home Schooling in the United States: Trends and Characteristics. Washington DC: US Census Bureau (Population Division Working Paper Series no. 53).
Baggerman, A. & Dekker, R. (2005). Kind van de toekomst. De wondere wereld van Otto van Eck (1780-1798). Amsterdam: Wereldbibliotheek.
Condorcet (1847). Sur l’instruction publique. In Euvres, Tome 7 (pp. 167-573). Paris: Didot.
Curtis, S.J. & Boultwood, M.E.A. (1962). An Introductory History of English Education since 1800. London: University Tutorial Press.
De Perponcher, W.E. (1774). Instructions d’un père à son fils. Utrecht: Spruit.
De Perponcher, W.E. (1782). Onderwijs voor kinderen, 3 vols. Utrecht: Schoonhoven.
Douthwaite, J.V. (2002). The Wild Girl, Natural Man, and the Monster. Dangerous Experiments in the Age of Enlightenment. Chicago: University of Chicago Press.
Dreeben, R. (1968). On What is Learned in School. Reading: Addison-Wesley.
Durkheim, É. (1993). Éducation et sociologie. Paris: Quadrige-PUF.
Edgeworth, R. & Edgeworth, M. (1801/1992). Practical Education. London: Routledge.
Ehlers, M. (1766). Gedanken von den zur Verbesserung der Schulen nothwendigen Erfordernissen. Altona/Lübeck: Iversen.
Fend, H. (1980). Theorie der Schule. München: Urban-Schwarzenberg.
Fend, H. (2006). Neue Theorie der Schule. Wiesbaden: VS Verlag für Sozialwissenschaften.
Gilgenmann, K. (1994). Die Familie als Erziehungsgemeinschaft. Zur Beschreibung der Funktion von Familien in der modernen Gesellschaft. System Familie 7, 212-228.
Guthrie, T. (1860/1973). Seed-time and Harvest of Ragged Schools. Montclair N.J.: Patterson Smith. Available in www.newble.co.uk/guthrie/plea1.html
Hans, N. (1951). New Trends in Education in the Eighteenth Century. London: Routledge & Kegan Paul.
Heywood, C. (2001). A History of Childhood: Children and Childhood in the West from Medieval to Modern Time. Oxford: Blackwell.
Imelman, J. (1998). Kinderopvang: een discutabel antwoord op een maatschappelijk probleem. In: B. Levering, G. Biesta & I. Weijers (Eds.), Thema’s uit de wijsgerige en historische pedagogiek (pp. 142-147). Utrecht: SWP.
Inkeles, A. & Sirowy, L. (1983). Convergent and Divergent Trends in National Educational Systems. Social Forces, 62, 303-333.
Kay-Shuttleworth, J. (1862/1993). Four Periods of Public Education. London: Routledge.
La Vopa, A. (1988). Grace, Talent, and Merit: Poor Students, Clerical Careers, and Professional Ideology in Eighteenth-Century Germany. Cambridge: Cambridge University Press.
Locke, J. (1878). Gedachten over opvoeding. Groningen: Versluys.
Luhmann, N. & Schorr, K.E. (1982). Personale Identität und Möglichkeiten der Erziehung. In: Zwischen Technologie und Selbstreferenz. Fragen an die Pädagogik (pp. 224-261). Frankfurt: Suhrkamp.
Luhmann, N. & Schorr, K.E. (1988). Reflexionsprobleme im Erziehungssystem. Frankfurt a.M.: Suhrkamp.
Markowitz, J. (1982). Relevanz im Unterricht – eine Modellskizze. In N. Luhmann & K.E. Schorr (Eds.), Zwischen Technologie und Selbstreferenz. Fragen an die Pädagogik (pp. 87-115). Frankfurt: Suhrkamp.
Maclure, M. & Walker, B. (2000). Disenchanted Evenings: The Social Organization of Talk in Parent-Teacher Consultations in UK Secondary Schools. British Journal of Sociology of Education, 21: 5-25.
Millar, H. (1865). An Autobiography. My Schools and Schoolmasters; or, The Story of my Education. Boston: Gould & Lincoln.
Mulcaster, R. (1581). Positions Concerning the Training Up of Children. London: Vautrollier.
Musgrove, F. (1966). The Family, Education and Society. London: Routledge & Kegan Paul.
Niemeyer, A. (1796/1970). Grundsätze der Erziehung und des Unterrichts für Eltern, Hauslehrer und Erzieher. Paderborn: Schöningh.
Parsons, T. (1955). The American Family: Its Relations to Personality and to the Social Structure. In T. Parsons & R.F. Bales (Eds.), Family, Socialization and the Interaction Process (pp. 3-33). London: Routledge & Kegan Paul.
Parsons, T. (1972). Das System moderner Gesellschaften. München: Juventa.
Parsons, T. & Platt, G.M. (1973). The American University. Cambridge: Harvard University Press.
Priestley, J. (1788/1995). Miscellaneous Observations Relating to Education. Bristol: Thoemmes.
Ramirez, F. & Boli, J. (1987). The Political Construction of Mass Schooling: European Origins and Worldwide Institutionalization. Sociology of Education, 60: 2-17.
Reeve, C., (1792/1974). Plans of Education. New York: Garland.
Smelser, N.J. (1990). The Contest between Family and Schooling in Nineteenth-Century Britain. In J.C. Alexander & P. Colomy (Eds.), Differentiation Theory and Social Change (pp. 165-186). New York: Columbia University Press.
Smelser, N.J. (1991). Social Paralysis and Social Change: British Working-Class Education in the Nineteenth Century. Berkeley: University of California Press.
Spencer, H. (1904). An Autobiography, 2 vols. London: Williams und Norgate.
Stichweh, R. (1991). Der frühmoderne Staat und die europäische Universität. Frankfurt: Suhrkamp.
Trapp, E.C. (1977). Versuch einer Pädagogik. Paderborn: Schöningh.
Tyrell, H. (1982). Familienalltag und Familienumwelt. Überlegungen aus systemtheoretischer Perspektive. Zeitschrift für Sozialisationsforschung und Erziehungssoziologie, 2, 167-188.
Vanderstraeten, R. (2004). The social differentiation of the educational system. Sociology, 38, 255-272.
Vanderstraeten, R. (2006). Soziale Beobachtungsraster: Eine wissenssoziologische Analyse von statistischen Klassifikationsschemata. Zeitschrift für Soziologie, 35, 193-211.
Vatebender, G.C.C. (1801) Antwoord op de Vraage: Welke wijze van Opvoeding is de meest verkiezelijke? In Verhandelingen van het Provinciaal Utrechtsch Genootschap van Kunsten en Wetenschappen, IX. Utrecht: Wild & Altheer
Villaume, P. (1785). Ob und in wie fern bei der Erziehung die Vollkom¬menheit des einzelnen Menschen seiner Brauchbarkeit aufzuopfern sey? In J.H. Campe (Ed.), Allgemeine Revision des gesammten Schul- und Erziehungswesens von einer Gesellschaft praktischer Erzieher (pp. 435-616). Hamburg: Ernst Bohn.
Wahrman, D. (2004). The making of the modern self: Identity and culture in eighteenth-century England. New Haven: Yale University Press.
Weick, K.E. (1979). The Social Psychology of Organizing. New York: Random House.
Wilderspin, S. (1840): The Infant System. London: Hodson. Available in www.fullbooks.com/The-Infant-System1.html
Williams, D. (1774). A Treatise on Education. London: Payne.
Wolff, B. (1780/1977: Proeve over de opvoeding, aan de Nederlandsche moeders. Meppel: Boom.
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